Designing Assessment

Rubrics for contextualized

Assessment Tasks
Rubric Development

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

September 20 -24, 2021 | RELC - NEAP, E. Quirino SDavao City
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REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Presentation Outline
1. Definition of Rubric

2. Rubric use in Assessments

3. Rubric Characteristics

4. Steps in Developing Rubric

5. Using Rubrics

6. Analytic and Holistic Rubric

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REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

What is a rubric?
▪ A systematic scoring guideline to evaluate students’
performance (papers, speeches, problem solutions,
portfolios, cases) through the use of a detailed description
of performance levels.

▪ Used to get consistent scores across all students.

▪ Allows students to be more aware of the expectations for

performance and consequently improve their performance.
▪ http://www.utexas.edu/academic/mec/research/pdf/rubricshandout.pdf

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Why do we use rubrics for assessment?

▪ A rubric is a flexible tool that can be used to measure

student learning related specifically to a department’s
objectives.

▪ Because rubrics provide descriptions of each score

level, it is easier for different faculty to use a rubric to
grade consistently across students.

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Step 1 in developing a rubric

▪ Clearly define the assignment.

▪ What is the student expected to produce?

▪ What are the common expectations across

instructors?

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Step 2 in developing a Rubric

2. Consider what student learning outcomes will
be assessed.
▪ Often with a culminating project, students are
expected to demonstrate several of the
department/program outcomes.

▪ For example, for a reflection paper, outcomes related

to writing and critical thinking may be assessed, as
well and more discipline-specific outcomes.

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Step 3 in developing a Rubric

3. Determine the key criteria that you are interested in--
for example, for the senior seminar paper, what aspects
of writing will be assessed?

▪ Coherence

▪ Organization

▪ Mechanics

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Step 4 in developing a Rubric

4. Clearly define those key criteria.

▪ What do you mean by organization?

▪ What does organized writing look like?

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Step 5 in developing a Rubric

5. Establish clear and detailed descriptors for each performance level for
each criteria

▪ Determine what the different levels of performance look like within each
criteria

▪ Use sample papers of high, mid and low performers to help

▪ It is usually easiest to begin by describing the highest level of performance

▪ Using specific language for the descriptors of performance levels increases

the chances that multiple faculty members will apply the rubric in a similar
manner.

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Step 6 in developing a Rubric

6. Try out the rubric on a few students with

several raters to see if the rubric works
and gets consistent scoring from multiple
raters.

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Where to start
▪ Developing a rubric from scratch can be challenging.
▪ Get ideas by looking at what others have done
▪ Lots of sample rubrics for many disciplines at:
http://www.winona.edu/air/rubrics.htm
▪ Online tool for developing rubric (with more samples):
▪ Rubistar for Teachers:
http://rubistar.4teachers.org/index.php
▪ Online module for using the Rubistar at:
http://www.vcu.edu/cte/resources/videos/Rubistar_tutorial/ind
ex.html

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Types of Rubrics

Analytic and Holistic

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Analytic Rubrics
• An analytic rubric resembles a grid with the criteria for a
student product listed in the leftmost column and with
levels of performance listed across the top row often using
numbers and/or descriptive tags.
• The cells within the center of the rubric may be left blank or
may contain descriptions of what the specified criteria look
like for each level of performance. When scoring with an
analytic rubric each of the criteria is scored individually.

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Example of Analytic Rubrics

Delicious Tasty Edible Not yet
4 3 2 edible
1
# chips Chips in every 75% chips 50% chips Less than 50%
bite chips
texture Consistently Chewy middle, Crunchy Like a dog
chewy crispy edges biscuit
color Even golden Brown with All brown Burned
brown pale center Or all pale
richness Buttery, high fat Medium fat Low-fat flavor Nonfat flavor

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Holistic Rubrics
• A holistic rubric consists of a single scale with all criteria to be
included in the evaluation being considered together (e.g.,
clarity, organization, and mechanics).
• With a holistic rubric the rater assigns a single score (usually
on a 1 to 4 or 1 to 6 point scale) based on an overall judgment
of the student work. The rater matches an entire piece of
student work to a single description on the scale.

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Example: Holistic Rubric

Articulating thoughts through written communication— final paper/project.
• Above Average:  • The audience is able to easily identify the focus of the work and is engaged by
its clear focus and relevant details. Information is presented logically and
naturally. There are no more than two mechanical errors or misspelled words to
distract the reader.

• Sufficient: • The audience is easily able to identify the focus of the student work which is
supported by relevant ideas and supporting details. Information is presented in
a logical manner that is easily followed. There is minimal interruption to the
work due to misspellings and/or mechanical errors.

• Developing: • The audience can identify the central purpose of the student work without little
difficulty and supporting ideas are present and clear. The information is
presented in an orderly fashion that can be followed with little difficulty. There
are some misspellings and/or mechanical errors, but they do not seriously
distract from the work.
• Needs • The audience cannot clearly or easily identify the central ideas or purpose of
Improvement: the student work. Information is presented in a disorganized fashion causing
the audience to have difficulty following the author's ideas. There are many
misspellings and/or mechanical errors that negatively affect the audience's
ability to read the work.

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

 www.usep.edu.ph

Sources
▪ http://www.winona.edu/air/resourcelinks/rubric_sampler.pdf
(document of rubric development – long)
▪ http://www.utexas.edu/academic/mec/research/pdf/rubricshandout.pdf
▪ - good description of rubrics with focus on general analytic rubrics for
the purpose of assessment
▪ http://resources.depaul.edu/teaching-commons/teaching-guides/feedback-gra
ding/rubrics/Pages/types-of-rubrics.aspx

REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS

“Education is not
preparation for life;
education is life itself.”
John Dewey
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REGIONAL SEMINAR-WORKSHOP ON CONTEXTUALIZING ASSESSMENT ACROSS ALL LEARNING AREAS